Solidarity, dark solidarity, the commons and the university

Moroz, Jacek; Szwabowski, Oskar

doi:10.1177/1757743817715662

Cited by 3 publications

(2 citation statements)

References 22 publications

(27 reference statements)

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“…Although different authors indicate different motives for solidarity, it is generally acknowledged that one of the most important features of solidarity is the pursuit of a common goal (Butler, 2010 ; Cureton, 2012 ; Dawson & Verweij, 2012 ; Gadamer, 2009 etc.). Goals can be different and therefore, as Moroz and Swabovski ( 2017 ) observe, solidarity is not an autonomous term. Rather, it depends on social functions: what community is produced by this term and for what purpose (149).…”

Section: The Concept and Structure Of Academic Solidaritymentioning

confidence: 99%

“…Gaidano et al, 2020 ; Levich, 1973 ), the role of the principle of solidarity in academia is still not sufficiently elaborated. One of the most recent attempts to explore the concept of academic solidarity is made by Moroz and Swabovski ( 2017 ), who note the ambivalence of this concept and show how solidarity in the university can easily be modified and how it takes on a very dark character at higher education institutions (HEIs).…”

Section: Introductionmentioning

confidence: 99%

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Solidarity in Academia and its Relationship to Academic Integrity

Bieliauskaitė

2021

J Acad Ethics

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This paper provides the theoretical analysis of forms of solidarity in academia and its relationship to academic integrity. This analysis is inspired by the Guidelines for an Institutional Code of Ethics in Higher Education drawn up by the International Association of Universities and the Magna Charta Observatory. These Guidelines refer to the principle of solidarity in the context of international cooperation between higher education institutions. However, the author of this paper believes that this principle might also be used in a broader academic context, in particular, in the field of academic ethics and academic integrity. Therefore, this paper aims at revealing the relevance of solidarity in academia and argues that the principle of solidarity can be considered as one of fundamental principles of academic ethics and should be reflected in the structure and provisions of the codes of academic ethics (conduct). For this purpose the author explores the philosophical and sociological approaches towards solidarity and defines the concept of academic solidarity, discusses the conceptual connection between academic solidarity, ethics and integrity and illustrates the impact of solidarity on the development of academic integrity. This analysis allows the author of the paper to recommend embedding the principle of solidarity in the codes of academic ethics of higher education institutions as well as extending the scope of its application by linking the rights and responsibilities of different groups within the academic community in a way that best expresses their unity, shared responsibility, mutual support in meeting the standards of social ethos.

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Section: The Concept and Structure Of Academic Solidaritymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Solidarity in Academia and its Relationship to Academic Integrity

Bieliauskaitė

2021

J Acad Ethics

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Marxism, (Higher) Education, and the Commons

Szadkowski

2023

The Palgrave International Handbook of Marxism and Education

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Solidarity in disaster scholarship

Chmutina,

von Meding,

Williams

et al. 2024

Disasters

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Disaster scholarship purportedly promotes disaster risk reduction and resists disaster risk creation, thereby deeply engaging with transboundary existential risks, justice, and political power. It is thus a commitment to humanity, and for it to become truly equitable and just, solidarity must lie at its heart. In this paper we connect solidarity with knowledge production and assess the implications of disaster scholarship and the relationships on which it is built. We offer a critique of the kind of research produced by neoliberal academic institutions and provocations for resistance through solidarity. We call on disaster scholars to use these prompts to reflect on their practice, research ethics, and their commitment to other human beings, inside and outside of the academy. Solidarity can help scholars to avoid the saviourism, self‐congratulation, and paternalism that are common in academia. Solidarity in disaster scholarship is a worthy endeavour precisely because it yields a concrete alternative vision of resisting disaster risk creation through knowledge production.

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Solidarity, dark solidarity, the commons and the university

Cited by 3 publications

References 22 publications

Solidarity in Academia and its Relationship to Academic Integrity

Solidarity in Academia and its Relationship to Academic Integrity

Marxism, (Higher) Education, and the Commons

Solidarity in disaster scholarship

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